The Role of Early Maladaptive Schemas, Behavioral Activation-Inhibition System and Cognitive Emotion Regulation Strategies in Predicting the Social Anxiety within the Students with Learning Disorder

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DEHGHANI YOUSEF; Hekmatiyan Fard Sadegh

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Journal Paper

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Journal: Journal of Exceptional Childre Year:2020 | Volume:19 | Issue:4 Page(s): 77-90

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Title

The Role of Early Maladaptive Schemas, Behavioral Activation-Inhibition System and Cognitive Emotion Regulation Strategies in Predicting the Social Anxiety within the Students with Learning Disorder

Author(s)

DEHGHANI YOUSEF | Hekmatiyan Fard Sadegh | Issue Writer Certificate

Keywords

Learning disorderQ1

social anxietyQ2

cognitive emotion regulationQ1

behavioral activation-inhibition systemQ1

early maladaptive schemasQ1

Abstract

Objective: The purpose of this study is to investigate the role of early maladaptive schemas, behavioral activation-inhibition system and cognitive emotion regulation strategies in predicting the social anxiety within the students with Learning disorder. Method: The research method was descriptive and correlational. The population was all the students referring to Learning disorder Center in Bushehr. From this, 232 students was selected using available sampling method. The research instruments consisted of Young Schema (1999), behavioral activation-inhibition systems (Carver & White, 1994), cognitive emotion regulation Strategies (Garnefski, Kraaij & Spinhoven, 2002) and social anxiety (Connor, Davidson, Churchill, Sherweed & Foa, 2000) Questionnaires. To analyze the data, regression analysis was used. Results: The results showed that early maladaptive schemas, behavioral activation-inhibition system and cognitive emotion regulation strategies had some role in predicting the social anxiety within the students with Learning disorder. Conclusion: Regarding the role of the early maladaptive schemas, behavioral activationinhibition system and cognitive emotion regulation in revealing and maintaining the social anxiety within the students with Learning disorder, we can prevent the social anxiety disorder to appear in these students, if we can identify them.

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APA: Copy

DEHGHANI, YOUSEF, & Hekmatiyan Fard, Sadegh. (2020). The Role of Early Maladaptive Schemas, Behavioral Activation-Inhibition System and Cognitive Emotion Regulation Strategies in Predicting the Social Anxiety within the Students with Learning Disorder. JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN), 19(4 ), 77-90. SID. https://sid.ir/paper/96356/en

Vancouver: Copy

DEHGHANI YOUSEF, Hekmatiyan Fard Sadegh. The Role of Early Maladaptive Schemas, Behavioral Activation-Inhibition System and Cognitive Emotion Regulation Strategies in Predicting the Social Anxiety within the Students with Learning Disorder. JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN)[Internet]. 2020;19(4 ):77-90. Available from: https://sid.ir/paper/96356/en

IEEE: Copy

YOUSEF DEHGHANI, and Sadegh Hekmatiyan Fard, “The Role of Early Maladaptive Schemas, Behavioral Activation-Inhibition System and Cognitive Emotion Regulation Strategies in Predicting the Social Anxiety within the Students with Learning Disorder,” JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN), vol. 19, no. 4 , pp. 77–90, 2020, [Online]. Available: https://sid.ir/paper/96356/en

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